Post on 06-Feb-2020
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.6, No.1, 2015
1
Analysis of Multi-Cultural Education Concept in Order to
Explain Its Components
Esmail Mostafazadeh1 Narges keshtiaray
2 Azar ghulizadeh
3
1.PhD student in Curriculum Development
2.The author responsible, assistant professor department of educational sciences, Islamic azad university Isfahan
3.Assistant professor Department of educational sciences, Islamic azad university Isfahan
* E-mail of the corresponding author: k4k1@yahoo.com
Abstract
Existing racial, ethnic, linguistic, cultural variety, in different countries, educational systems, committed them to
respond decently to plurality & diversity of their communities, and they are considered to be decently in
educational curriculum. Multicultural education is an approach that is adopted in response to cultural diversity in
a society and its educational system. This study was performed to investigate the reasons for considering the
multicultural curriculum and identify its components. Research method was Qualitative and Content analysis. To
collect information all available sources of multicultural education in print and electronic libraries (valid
databases) were used & were analyzed using the inductive category. The findings of this research along with
specifying the concept of multicultural education also showed that, attention to multicultural education
curriculum, at global and national situation is an inevitable necessity. At the end of study, the components of
multicultural education were identified. In summary, the following were noted: Anti-racism education,
acceptance of diversity & plurality, peaceful coexistence with other groups, regarding educational justice,
flexibility in educational programs, variety in using of teaching methods, and so, variety in using of
educational materials, as well as using a variety of evaluation methods, training of human capacities, promoting
and the strengthening of respect for the differences of others, the human tendency to create social trends rather
than specific, positive attitude to different cultures, helping to develop a positive self-concept, to protect minority
languages, strengthening intercultural and inter-cultural communication and ...
Keywords : Multicultural education, multicultural education components, diversity & plurality
Introduction
Iranian society is a diverse and varied society. Our country is composed of people of different nationalities; in
fact, Iran is one of the countries in which various subcultures can be seen. This is mainly is unfold from the
perspective of cultural diversity in terms of religion and the language ,So existence of groups & "cultural areas"
in our country which are recognizable based on religious and linguistic distinctions is undeniable , and diversity
in language, lifestyle, style of living, customs and traditions are easily visible(Mehraby, Younesi ,2008).
Education is one of the social institutions, which is related to scientific, cultural and political change, And today
are faced with a series of social, cultural and global change that should coordinate itself unavoidable form need
with that changes. Due to some changes in the scope of Information and Communications, thus, the emergence
of the theory such as postmodernism, feminism, pluralism, globalization and …, It is natural ,the educational
systems needs to clear their position in the changes and as well mentioned theories. One of the important
theories in the context of education is theory of cultural pluralism. Moreover, the growth and complexity of
communicational systems in the our era ,and becoming to a global village, preservation linguistic and cultural
identities of nations has been one of the most important social and political issues of today's world. With regard
to this conditions and structural, natural and geographical contexts and cultural and ethnic diversity in our
country, on the one hand and the processes of globalization, political developments in Iran and surrounding
communities, social and economic developments in recent years in Iran, Different educational and cultural
situation in the country is provided with a single instruction.
In Contemporary period, different discourses have come to realize that the curriculum has been
discussed in various contexts. One of these fields is racial issues, which included extensive efforts by a group of
researchers in the field of "multiculturalism" and eliminate discrimination in education and the curriculum
(Fathy Vajargah, 2013). Some curriculum specialists have raised topics such as culture, ethnicity, race and
multicultural curriculum under sociological foundations set(musa Pour,2008 Sarkar Arani, 2012 ؛
Silver.et.al ,2009 ؛ Yar Mohammadyan ,2013 ) And or addressed it in specialized topics in the
curriculum(Talebzade Noberyan, Fathi Vajargah, 2009 ؛ Fathy Vajargah, 2013 ؛ Ghaderi, 2011 ). Neo-
conceptualism, which totally, represents a new approach to curriculum and education, considered their theories’
foundation, students’s differences in terms of cultural, historical, political and racial background (Mehr
Mohammadi, 2009).
According to a research’s findings, entitled "Multicultural Education ,requirement for globalization" is
specified that, the term "multicultural" is that ,despite the development of relations between countries and their
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.6, No.1, 2015
2
moving towards a global or at least regional military, The ethnic and cultural differences between them are so
important(Khosravi ,2008).
The definition of multicultural education is very broad and diverse & also had different meanings at
different times. This education implicated different cultures in the 1960s and 1970s through introducing the
curriculum; Cultures that has historically extinct or as required were not included in the school curriculum. This
term was later found a broader sense and not only encompassed ethnic, racial, social and gender groups and but
also encompassed groups with special needs.
Multicultural Education, in its current definition applies to all policies and issues that schools should
operate to improve educational outcomes for all students which have a nationality, class, religion, and gender
diverse and gifted children. In other words, the concept of multicultural education is a concept in which all
students regardless group of which they belong, shall be entitled to equality of educational opportunity in school.
Oxford Dictionary, in definition of cultural pluralism, writes: Cultural pluralism refers to the way
human social diversity and species composed in different manners and social life. Sometimes also referred to in
definition of cultural pluralism: 1- Different ethnic groups and community life that made this different religious
groups in the political life. It represents a social phenomenon. 2. Acceptance of this principle that, Mentioned
different groups can live peacefully in a community. This definition implies a school & idea of thought (Oxford
Dictionary, 2011). Management Association of America in defining the multicultural education says that
multicultural education is a humanistic concept, which is based on identity, diversity, human rights, social justice
and the possibility to select the different lifestyles of each person. This concept includes efforts which generally
appear in determining the training program, administrative organizing in work place ( Askarian, 2006).
Multiculturalism or multicultural policy, is a relatively new concept that evokes the presence of several
different cultures together, And multicultural societies, are societies that several different cultures due to some
reasons as possible, simultaneously have lived together. Multicultural approach is to pursuing engagement,
understanding and cultural exchange between cultures, so that different cultures can co-exist peacefully and with
less stress (Sadeqy, 2011).
Nowadays, due to the extensive physical and virtual interaction of people and cultures and the
disappearance of traditional borders, inevitably bespoke bonds arose between people and cultures. The
confluence of cultures together, has increased, likelihood of creating challenges and tensions among people and
cultures. This mechanism is suitable for predicting the near cultures, understanding and peaceful coexistence and
cooperation among them in order to eliminate possible misunderstandings to be doubled. In this context, one of
the fundamental missions of education in multicultural societies is designing the curriculum culturally sensitive
and responsive to the multicultural characteristics.
Banks believes that, one of the experts of this field, multicultural education is at least three things: an
idea or concept, an educational reform movement and a process. First, multicultural education embraces the idea
that all students, regardless of gender, social class and ethnic characteristics, ethnic, cultural, education system
should have an equal opportunity to learn. Second, a multicultural education reform movement that is trying to
change schools and other educational institutions in a way that all learners of all ages, social class, gender, race,
language and culture will have an equal opportunity to learn. Multicultural education is not limited to changes in
the curriculum, but also involves changes in the school and educational environment.
Finally, multicultural education is a process that never ends; it will not be fully realized. Educational
equality such as, freedom and justice, they are ideal for people who work in them but they are not quite right.
Racism and sexism, no matter how much they tried to remove it, there will always be some. Because they do not
meet all the goals of multicultural education, therefore, should always be striving to increase the quality of
education for all learners. Thus, multicultural education should be seen as a continuous process (Banks and
Banks, 2007).
The Parkh, multicultural approach has a basic three perspectives: first that the existence of human
culture, which are made during the development of world culture, has evolved and their social life and
relationships within the meaning of setting priorities from the culture. That does not mean that humans are
surrounded only by their culture and men can grow beyond that. Second, different cultures have different
semantic systems and until every culture, consisting of a limited part of the cultural symbols of other cultures is
needed to better understand themselves, their intellectual and moral horizons expand to a larger image in order to
save his own fascination, That does not mean that one can have a good life in their culture, But rather means that
the person viewing capabilities of other cultures that can rethink about the shortcomings of its action. Third, each
culture arising from collective cultural and ongoing challenges within their various traditions of thought and
reflects them. This does not mean that culture is free of integrity and identity, but also means that the collective
identity is fluid and open. All of the above means that no culture is totally worthless, But also because of the
cultural identity of its members is a respected and valued, On the other hand, most cultures are not perfect, and
every culture has the right to offer to others. And during this that cultures change toward the best (Parekh, 2oo8) .
Philosophies of multiculturalism concept is as a national model for public policy in the modern state,
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Vol.6, No.1, 2015
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Ethno-cultural diversity, national security and strengthen social integration and synergy through attention to the
importance and political influence of ethnic and cultural diversity. One of the most important political
presuppositions models of multiculturalism in applying for citizenship rights and policies in accordance with the
potential for the development of ethnic identity and cultural diversity due to the divergence in non-cultural,
multi-ethnic society (Taqy Lu 2007).
Cultural pluralism in a multicultural society, Allows that in a society without threatening national unity
and political unity, generally, a society recognizes the right of minorities to maintain their own language in the
context of family and community groups, the right to practice religion, the right to organize relations within the
family and community and the right to retain their local, collective and social practices.
(Arslan, 2009) In their study entitled "culturally sensitive educational policy agenda on education in
Turkey", studied the sensitivity of administrators, teachers and primary school curriculum in relation to
multicultural education, Arslan said that if a society has a multinational culture, so , The educational policy of
such a community should cover all types of multi-ethnic cultures to work together to exchange cultural values.
Also ( Shayegan ,2011) argues that the security of the world and national units need to embrace
diversity and multiculturalism. Acceptance of pluralism makes Simplistic look become unique peer simplistic
look and the field for peaceful coexistence of people in the Third Millennium provided. ( Gundara, S.
Jagdish,2002) In his study entitled "The Politics of Multiculturalism in Canada, Great Britain and Australia: the
role of intercultural education" has analyzed and evaluated the policy of multiculturalism in the mentioned three
countries and concluded that Intercultural education emphasizes the role of social cohesion in a democratic
context is an important aspect of the government's response to diversity And the failure to recognize this leads to
secessionist demand.
Multicultural policy and following it, the multicultural education is a concept in recent years, has
attracted minds of many thinkers of the social, political, cultural and educational countries. In our country, there
is less emphasis on multicultural education; and discussion, books and articles on this subject is low.
Multicultural education as a field of study that is Considered a major goal of equal educational opportunities for
all races, nations and groups of different cultures (Banks and Banks, 1995).
One of its main goals is to help all students' knowledge and skills in the use of just having effective
performance and a pluralistic society has a field of interaction and communication with other ethnic groups of
population.
Multicultural curriculum, can prepare individuals and groups to live peacefully in a multicultural
society. Being a variety of racial, ethnic, culture, customs and language, as examples of the multicultural society
in Iran, the establishment of a multicultural curriculum features in Iran has been more than ever necessary. And
given the multicultural nature of society on the one hand and the lack of theoretical and philosophical framework
for multicultural education in the current education system, this question comes, how education system can
properly fulfill its educational mission? In this study, multicultural education and its components and necessity
of attention to the importance of education in a multicultural curriculum, have been studied, and strive to be the
speech of some components of a multicultural curriculum; it also shows the reasons given to it.
Research questions
1. What is multicultural education?
2. What are the requirements for, multicultural education in educational system of Iran?
3. What are the components of multicultural education?
Research methodology
The research Method in this study was qualitative and content analysis. To collect information, all available
sources of multicultural education in print and electronic libraries (databases valid) were used, and using the
inductive category was analyzed. To achieve this, select the text associated with the main objective studied in
the first stage of the texts, and research questions paragraphs were related to the concepts related to the topic of
each paragraph was extracted code in the second phase.in the third stage ,codes extracted concepts in both
categories and in the fourth stage to handle the concept, name and title (derived components) .(Mayring , 2000)،
believes that the qualitative content analysis method is applied to categorical classification, Researcher offering
and assuming certain definitions before starting the study, the study deals with the specified text, Comparing
definitions and texts analyzed predetermined judgment about the presence or absence of specific instances
defined in the text (Fardanesh , 2008,). The method which is suitable for solving the problem of qualitative
content analysis method is inductive method.
Findings
Question 1: What is multicultural education?
Multicultural curriculum is a program with a democratic approach, which has the possibilities of peaceful
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.6, No.1, 2015
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coexistence, education, justice and equal educational opportunities for all persons with nationality, class, religion,
and gender and different races, and is intended to foster main capacities of people especially in multicultural
societies. Multicultural education is a philosophy and is an approach, performed to educational reform as a
means of learning about cultural diversity, prepare for it and admire it ,it is a Humanistic concept .Although
multicultural education as an essential requirement in multicultural communities that want to pursue a peaceful
life ,is vital. This type of education rejected issues such as racism, nationalism and other forms of discrimination
in schools and communities and challenges it, and instead of it, maximizing stressed and acknowledged the
(ethnic, cultural and racial) diversity (Gay, 2000).
One of the main goals of multicultural education, is assistance to all students in a fair advantage of the
knowledge and skills And to function effectively in a diverse society and interacting with other ethnic groups in
the population (Iraqiya ,2009).
The concept of a multicultural curriculum being developed every day, but in the study of the theoretical
foundations, to extract components of this approach, we can share ideas and found that summarizes the key
components are mentioned as follows: Anti-racism education, acceptance of diversity, peaceful coexistence with
other groups, education, justice, flexible educational programs, using a variety of teaching methods, using a
variety of educational materials, also use a variety of assessment techniques, personal development, addressing
the attitudes, values, experience and expertise basic skills, equality of educational opportunity, ethnic and
cultural literacy development, study other cultures of the world, strengthening the spirit of tolerance and
acceptance of different ideas, empowerment for social reform, training of human capacities, promote mutual
respect for differences among people, human tendency to create social trends rather than specific, positive
attitude to different cultures, helping to develop a positive self-concept, to protect minority languages, learning
to respect the culture of others, helping children to become productive individuals and efficiently in a
multicultural society, contributing to the development of a positive self-concept in children, increase students'
knowledge about other cultures, strengthen inter-cultural and intra-cultural communication and...
According to studies carried out and what was discussed above, we can conclude that the multicultural
curriculum due to cultural status and increased availability of various cultures in the world today, is a vital
necessity.
It is clear that changes in the areas of social, economic and cultural, that occurs rapidly today and in
various ways to change their life for human beings. Considering the natural and social change as a real, due to
the multicultural nature of the curriculum as well as the program to suit different & flexible conditions . Multi-
cultural education can be a good option for all countries. In general, given the multicultural curriculum and
instruction, especially in multicultural societies, it is an inevitable issue. And can be prepared with this program
than the background of the development of human societies can be produced.
Figure 1. Quiddity of multicultural education
Question 2 - Necessities of multicultural education
Necessities & reasons of multi-cultural curriculum in the educational system which are inexplicable denial of
reality can be seen in this context and the factors and reasons for multicultural education are:
Quiddity of multicultural
education
Democratic approach
Suitable for all people
Approach to educational
reform
Essential need in multicultural
communities
The concept of a multicultural
curriculum are
increasingly being
developed
Focuses on changing attitudes
It is believed that the interaction of
learning and
culture
It is Humanistic concept
Progress and development of
human societies
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A - Social Realities in Iran Society
Iran has diversity since the distant past. Less Iran expert, we can find that study about Iranian culture and identity,
and not to mention this old history. Ethnic, linguistic and religious diversity are characteristics of the length of
the society, and it is obvious. Existing this diversity should be the cornerstone of the unity of the people and it is
not a factor for the separation and division. In other words, diversity should be seen as an opportunity, not a
threat. In confirmation of the above, (Salehi Amiri, 2004) in his doctoral thesis entitled "Management's ethnic
diversity", for utility model of "unity in diversity" for Iran states reasons are as follows:
1. Foundations of Anthropological and cosmological models compatible with the principles and
foundations of anthropological and religious beliefs of the community. 2. This model is consistent with
the legislative principles. 3. This model is compatible with the country's ethnic and Climate 4-
coordinated with the experiences of other countries, the countries in the world today has a cultural and
ethnic diversity, unified nation, and enjoy the unity of the land, political, and the national identity
Abound, as well as from the perspective of (Sinai, Ebrahim Abadi, 2005) in a study called "Cultural
Pluralism in the era of globalization and the transformation of elite political culture in Iran" global developments
suggest that the administration of the country's reliance on military power and style non-democratic public
discourse and cultural Shvd. afkar getting harder than ever to accept the principle of ethnic and cultural diversity
go. Some of them have taken to manage local affairs
On Other hand, (Askarian, 2006) In research the "place of folklore in citizenship education" have
suggested that ethnic cultures based educational programming for students in order to achieve citizenship, due to
the close relatives of the together. Also (Taqy Lu, 2007) in the article " ethnic diversity, multiculturalism and the
politics of citizenship model: The case of Iran,” states that: Iranian society has historically multi-ethnic-cultural
context. Since, therefore, it seems that the model of citizenship and Policy multicultural, multi-ethnic society
with regard to the historical and indigenous cultural background is the best option.
B) The necessity to respect the human dignity of all human beings.
Certain ethnic groups and nationalities, have cultural differences and their specific cultural features and these
features without a doubt, affect on the current study and subsequent success in influencing society. In fact, the
membership of a particular ethnic culture, in determining social status, playing the role of a person, takes over
the duties, privileges granted to them, to gain an understanding of themselves and others, motivational study
finds that even the perception that the world is influenced on culture that we live in a time determined by the
type of culture that we belong to it, in the future we are effective.
Culture is what makes the success of the human species. Man creates culture and culture, the evolutes
man. By Contributing to patterns of human behavior and the social environment makes his own acquired
knowledge to modify the natural environment. Therefore, culture, demonstrates behavior that is common among
people from generation to generation and country to country and it is transferable (Ahmdy, 2008). Culture in its
broadest meaning is , knowledge, belief, art, morals, customs and language, in a word, the whole of human social
life, etc. as the biology and life for all people, respect, diversity of social needs of the modern world is also
endorsed the Declaration of the World. It is one of the central ideas of multiculturalism policy or
multiculturalism, according to human dignity. (Taylor, 2000)) as one of the most influential experts in this field,
In "The politics of multiculturalism, identity politics" to acknowledge this and acknowledges that emphasize the
importance of multicultural education policy of multiculturalism in society and consequently in the educational
system, it is emphasizing respect for human dignity.
Mehrmohammady has stated that, Culture is known by the mind, this means that in the context of
different cultures and, depending on the preferences of a particular culture, Specific dimensions or capacity of
crystalline mind and made, there are also the capacity to grow or remain concealed. Curricula, educational or
general cultural systems of education are the most important platform or tools that In the minds of their potential
will have a decisive role, TIMSS mathematics and science studies about the performance of students in Japan,
the US and Germany asserts that corrective measures in the light of the profound cultural differences, especially
in education, culture, the community can be modified ( Mehr Mohammadi, 2009).
Askarian in conformity with the opinion of the individual cultural, behavioral reflections has a color of
its own. Thus one particular environment with many features of human life and the environment is another
distinctive culture and lifestyle determinants of his own show. Thus we can say that the educational system must
understand the characteristics, issues, dimensions and capabilities of ethnic culture and the goals, structure, and
content of the educational system to be adjusted accordingly ( Askarian, 2006).
International researches on "Teaching-learning culture" shows that education is a cultural activity.
Cultural activities are explained in terms of cultural scenarios and general knowledge about events that exist in
the minds of their creators. The scenarios guiding individual and social behavior and to tell everyone what we
can expect from the teaching and learning process. The approaches to teaching and learning of cultural relations,
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different conceptual feed. The tragic tale of successive failures sweeping educational reforms, institutional
authority and duplication, educational systems in the last decades of the Third World, including the reform of
educational reform has brought fear or refusal to review the structure and therefore the idea and practice of
teaching, learning and foster culturally sensitive and stressed the need for education to be based on intercultural
studies, comparative studies using qualitative and ethnographic research methods to perform and promote the
methods( Sarkar Arani, 2012).
If education is, "mono-cultural" and the values they promote or support certain patterns, all students
who belong to other subcultures and the different behavior patterns follow the position are weak and little chance
of success in school and become productive and efficient people not negative features of "mono-cultural" is as
follows: 1. The child's curiosity about other societies.2-stimulated cultures do not teach creativity mono-cultural
growth, because creativity requires the ability to imagine alternative ways of thinking logically mono-cultural
education 3-barred, baby just know the single culture, cultural & educational, provides fertile ground for
racism(Javadi, 2000).
C - The lack of multicultural education in the current educational system
Since Iran’s society is a multicultural society, it's educational system must be properly give priority to
multicultural education .but study of the current state of the educational system indicates that the current system
lacks theoretical and philosophical framework in the field of multicultural education and it is a neglected part of
the mission and programs of this system (Mehr Mohammadi, 2009(.
In the educational sector, it is thought that culture has a powerful influence on student’s learning. Many
aspects of the culture and identity of each individual in the learning and achievement of his self-concept affects
the system of beliefs, values, attitudes, expectations, social relations, the language which they used and the other
person's behavior becomes effective(Javadi, 2000).
Multicultural issues and family status, as stipulated in the upstream of documents such as the
constitution and the visions of Iran in 1404 have been considered. The system of public education and higher
education curriculum models and theoretical principles of the lack of clarity in this regard (multicultural
curriculum) are excluded. In Research (Iraqiya, 2009) under the theme of " Consolidation is strategy to plan a
cultural "admits that in the current curriculum as a discipline in which language is used, including different
languages and discourses are used, one of the issues is cultureless and racial discrimination in the field of
education and curriculum. and also concluded that on the one hand due to the hidden curriculum of higher
education of ethnic and multicultural policy in Iran, there is not appropriate model and strategy in the field of
multicultural curriculum, on the other hand, applying research results about the proposed model is suitable for
Multicultural and Ethnic Politics is in the aura of ambiguity and uncertainty.
Asgari, in an article titled "multicultural curriculum in the educational system in Canada: identifying
theory " emphasizes on the urgency and importance of being multicultural curriculum in the multicultural
communities. He recognize the identification of Charles Taylor's theory as an idea of focusing on such
communities, And believes that students of all racial, sexual, ethnic, class and should be recognized, Because
students in public schools because of their own individuality, And their difference from others are known needy
So as not to be ignored by the majority group’s identity (Asgari, 2008).
(Soltani, 2009) in his master's thesis entitled "Multicultural education in teacher training centers in
Sanandaj, from the perspective of students," writes data results suggest that multicultural education of students in
training centers are not in the proper place. Teachers in the teacher training institutions in their training on
multicultural education concepts and issues have received little attention. Content analysis of textbooks, teacher
training centers also specifies that much attention to the concepts of multicultural education in curriculum
content, teacher training centers is not over.
(Sohrabi Rnany, et.al, 2011( study the role of cultural diversity management skills of managers in
promoting student’s participation, The results indicate that the leadership skills to manage diversity in the
schools that are to a greater extent, Not only the participation of all students, including the Persian and Non-
Persian, Muslim and non-Muslim, has been increased, but religious minorities’ participation also faced
increasing.
(Sadeqy, 2012), in a study entitled, "explains the features of multicultural curriculum development and
the need to examine the challenges and provide strategies," states that: From four perspectives need Multicultural
Curriculum Development (from the educational, psychological, age requirements, rules Upstream) orientation
multicultural curriculum needs of today's society is inevitable, And diversity in education on the basis of
ethnicity and culture, authority and not a luxury ,but in a country like Iran ,it is essential for the survival of
excellence People which are trained , not only culture but also to appreciate other cultures and respect the value
of other culture "
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(D) Globalization & training requirements resulting from it
One of the significant impacts of contemporary developments in the areas of economic, social and cultural rights,
and put in place, this issue, is globalization. Globalization in various aspects of education is faced with serious
challenges and changes, so that today the goals, contents, methods and types of educational relations are affected
by this phenomenon and it has been inevitable. The relationship between educational systems and curriculum
development specialists in different countries, different approaches have been taken to develop its curriculum
content. In order to preserve their traditional values and characteristics of the process of globalization has
benefited from this state. It has been proven that the educational system needs to have a dynamic, efficient and of
course comply with the new requirements needed today more than ever.
Robertson has a culture-centered attitude to globalization (Robertson, 2003) .globalization processes
also increased the movement of people across national boundaries and put phenomena of cultural pluralism in
the forefront of political and social issues. Therefore , integration to model of multiculturalism and respect for
minority rights is an issue which is in recent years in Western societies and political literature widely discussed
and criticized(Rezanezhad Jolaey, 2010).Iran's educational system synchronous with other educational systems
in the world are exposed to the globalization process and hence should try to use the opportunities that
globalization offers the educational community, and measures to reduce the negative effects of its scrap. To
preserve their cultural heritage and native characteristics, individual characteristics, as well as students grow And
at the same time enable them to know the world and other cultures.
(E) The necessity of multicultural education in terms of scientific perspective
The impact of culture and native language-as one of the distinctive aspects of culture-on child is natural and
makes his own perception of the world. According to (Javadi 2000), Edward Hall (1976) believes that the culture
and language of each child is caused special perception in him and this perception, in turn, led to the emergence
of different patterns of thinking, different learning styles and differences in people's behavior. Therefore, the
success or failure of each student, over that aspect of a person, goes back to his particular language and culture.
Many experts have considered training as a field advantage which has been formed in the social and cultural
context of society and impact mutually on it (Sadeqy, 2012).
Vigotsky also admits ,there are always aspects of cultural, historical and social in development are very
important and he believes the origin of the human psyche, society, According to Jenvagy, multicultural
education is a fundamental solution to eliminate gaps and preparation of various racial and ethnic groups to live
in a democratic society, Students need to know that there are different cultures and different ethnicities how the
economic, political and social foundations have role in society and contribute to their personal life (Gay, 2007).
(F) The need for training familiar teacher with the educational system of Multicultural Education (Multicultural
Education, neglected specialty of teachers)
The quality of teacher training and qualifications and skills is granted to educational officers in this
system of education, Will determine what kind of policies and programs that can be adopted Or to what extent it
is possible to change the traditional strategies and promising this approach (Mehr Mohammadi, 2000).
Educational and training programs for teachers must learn strategies to teachers that expresses historical role of
all nations and all people in sublimation of country, and restraint and refrain of analyzing other cultures in the
dominant culture. Teacher training programs, especially resources, materials, manpower and knowledge base of
multicultural education must provide the knowledge, which serves the needs of all students in multicultural
Education, and the students live in a society that has multiple cultures. In addition, to gain a deeper
understanding of cultural groups and, recognize, in particular, cultural groups within the country. They must
understand their heritage and their value (Javadi , 2000).necessity of teacher’s training to accept and even
appreciate the importance of cultural diversity is evident, And teacher training and planning should be organized
so that should answer the needs of all children as part of a diverse community today, Teacher education
programs play an important role in shaping the attitudes and beliefs about the future teachers of these centers in
the preparation of teachers of this type, a heavy responsibility to bear; Teachers who have the necessary skills to
work with different cultural groups and to understand the importance of culture in the teaching-learning process.
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Vol.6, No.1, 2015
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Figure 2- Necessities of multicultural education
Question 3: elements & components of multicultural education
To answer the third question, after reading the paper and available digital resources for content analysis,
sentences, and paragraphs related to the research questions were obtained from the survey, then ,paragraph’s
concepts were coded and classified, and pulled out in the categories and 55 multicultural education
components were obtained. Training children to develop a positive attitude and acceptance of differences
between people of different cultures, multicultural education programs are the philosophical foundation.
Today, theorists speak a new approach to learning where cultural diversity is acknowledged and supported
through the Multicultural Education.
Curriculum elements Multicultural curriculum components
Foundations(basics) 1- Acceptance of ethnic, environmental diversity in multicultural education
5. Being process of multicultural education
6. Being social movement of Multicultural education
11. To respect and having positive attitude to different cultures through
multicultural education
12. To respect for the language, religion and customs, cultural values of themselves
and others with the help of Multicultural Education
17. Be responsive to ethnic identity, language and culture of multicultural education
20. Acceptance of diversity of views, ideas and values of multicultural education
22. Support multi-cultural education of native language training
31. The environmental impact of culture on individuals and the groups
46. The rights of citizens with multicultural education
47. the need to transition to a decentralized system of education in multicultural
education
49. Multicultural Education Teaching for Social Justice
50. Respect for human dignity and worth of Multicultural Education
Goals(objectives) 7. Supporting of Multicultural Education from democratic skills & requirements
8 - feeling of security caused by the adoption of multicultural education
9. The usefulness of multicultural education for all groups
13. Ethnic and cultural literacy development
14. Strengthening cultural communication by Multicultural Education in the Global
Age
23. Supporting multi-cultural education from preservation and transmission of
cultural and ethnic heritage
27. promoting and understanding interaction between cultures and ethnic groups in
multicultural education
28. increase philosophical primary skills (individual tolerance, tolerance, empathy,
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trust, etc.) between the tribes and races through multicultural education
29. multicultural life skills training to individuals
30. The people with responsibility for multicultural education
32. The coexistence of cultures, religions and ethnicities with multicultural
education
33. The anti-racism education and reduce conflicts and tensions, racial, cultural,
ethnic and multi-cultural education
34. Educational Equity and Multicultural Education
35. respect to human dignity and Multicultural Education
36. The rejection of absolutism and relativism acceptance of cultures with the help
of Multicultural Education
40. Thinking Skills development
42. unity in diversity and diversity in unity in multicultural education
44. Strengthening social cohesion and solidarity with the help of Multicultural
Education
45-informing child of other cultures and ways of life with education and
multicultural societies
48. Creating a critical eye and the spirit of inquiry in a multicultural education
51. The personal growth and development
52. The clarity of vision and values
53. multicultural social competence
54. The experience and expertise in basic skills
55. empowerment for social reform
content 2-attention to the subculture in preparing content
3. designing Forum, text and context of race in education (as a Content)
10. cover all academic courses with multicultural education
16. The content of multicultural education, reflecting the cultural and linguistic
needs and interests of all students
18. school oriented multicultural education
19. The flexibility and variety of courses and content and training programs in
multicultural education
26. reflecting the diversity of ethnic, racial, environmental, religious curricula
38. Focus on multidisciplinary and consolidated subjects in multi-cultural education
Methods of teaching -
learning
15. attention to the different learning styles and attitudes of the world
21. The interaction of culture and learning on the other Empathy
24. revision of teachers' attitudes toward multicultural education
25 teacher’s participation in the designing and producing process and
implementation of the curriculum
37. promote educational quality by multicultural education help
39. The use of ethnographic studies of people in multicultural education
41. The variety of teaching methods in multicultural education
43. Increasing the participation of parents and students in multicultural education
Evaluation 4. The diversity of evaluation methods in multicultural education
Conclusion
Bilateral relationship and impression between culture and education always has been interest of researchers. This
means that on the one hand, culture is the products of generations have and the training processes by means of
the values and norms (the culture) have in a society. Due to the breadth of the concept of culture on the one hand
and the impression of the culture and curriculum on the other hand, this approach in the education system, which
is responsible for the task of socialization and transmission of values and culture, should not be overlooked to its
importance in the educational system. This approach rejected issues such as racism and other forms of
discrimination in society and the educational environment considered attention to the diversity of ethnic, racial
and cultural rights. In this paper, we investigate the meaning of multicultural education, with regard to the issues
raised in theoretical research and summarize the discussions and related records, and based on the results and
findings of research to the first question, we can acknowledged that culture and a lot of its advantages in recent
years in some countries has been taken into consideration. Multicultural education is the kind of training that has
explicit and implicit references and implications for the education of persons with different nationality, class,
religion, and gender and races. And takes place due to grow and develop capabilities in multi-cultural societies,
in addition to equal educational opportunities designed, taking into consideration the specific needs of culturally
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diverse groups and educational justice, the ability to live a peaceful and democratic provides Multicultural
Education, an educational approach that seeks to appreciate cultural pluralism, And counted important and
valued training needs of a society that has more than a certain traditions and is a mix of many cultures. This
approach is beneficial to society through educational systems, cultural pluralism in order to promote & to expand
the culture of the individual.
Need to learn & respect for cultural diversity competencies required by students is evident, and they
must learn to live effectively in this area. multicultural education as a necessary address the concerns of ethnic-
cultural and the government, it seems that this model can, in terms of educational, cultural, social, efficiency
necessary need in multicultural societies is vital .It seems that it was inevitable in developed societies which are
multicultural and multi-ethnic-cultural communities in developing, designing and trying to find a solution to the
problem of different ethno-cultural of the contemporary world, cultural and other features policies matched And
according to the relative success of multiculturalism in comparison with other models in the provision of social
and national cohesion And its success in responding to the concerns of ethnic-cultural and public, It seems that
this model can be used in the fields of education, culture, social efficiency which are required. Multicultural
education, according to historical backgrounds and future challenges in the field of ethnic, capabilities and
features to provide decent social cohesion and national integration in today's multicultural upbringing provided
but so far, only the programs that are absent or empty different levels of planning, implementation and
experience remains. It provides training opportunities, cultures and languages of ethnic minorities along with the
official language, from schools to universities, to provide enhanced facilities for publishing and literature, music,
art and culture of ethnic minorities and promote cultural exchanges and cultural interactions through press and
media as well as provide support in the form of books, newspapers and television and radio stations associated
with the culture, language, religion and ethnicity, including measures that a multicultural policy approach is
needed. Accordingly, it can be said that a multicultural curriculum, by reason of factors mentioned in the article
are required for the country's education system.in this study ,formulation and implementation of multicultural
education needs were identified, the results of which are acknowledged, due to the importance of multicultural
education systems in the world, today, and take attention of educational systems to this style of education, need
to develop a multicultural curriculum in the educational system is indispensable. The main reasoning emphasize
that multicultural education is necessary for its implementation, including a multicultural society characterized
by the existence of different races, different cultures and different languages as an example of a multicultural
society (reality in society of Iran) ,respecting to culture and preserving the dignity of all human beings, their
dignity, globalization, educational requirements arising from the successful experiences of countries that have an
educational approach are the lack of multicultural Education of educational system in Iran. It is acknowledged
that the reasons given to multicultural education, more and more is necessary, therefore, to define and explain
the multicultural curriculum is a fundamental necessity. The findings of the second research question, is
consistent with the findings of (Salehi Amiri, 2004; (Askarian, 2006); (Taqy Lu 2007 (Khosravi, 2008).);
(Iraqiya, 2009); (Sadeqy, 2012) .Identify the components and elements of multicultural education is difficult
because of the variety of definitions of it. But the study of the theoretical foundations of the research conducted
to answer the third research question; the components of multicultural education in the curricula were five
elements (1. Basics 2. Objectives 3. Content 4. Methods of teaching and learning, 5 - Evaluation) which are 55
components, so they were identified & introduced. The results of present study is consistent with the findings of
studies (Gay, 2000); (Hakimzadeh.et.al, 2007); Sadeqy 2011 respectively identified 7, 5 and 10 components).
But most of the factors also introduced in previous investigations were in the principles and objectives and
identifying the components of the content and methods of teaching - learning were neglected, But this study has
identified the components in section of the content and methods of teaching – learning and also has introduced
the components.
Research Suggestions
In this section with respect to the results and findings, recommendations and suggestions regarding multicultural
education is presented.
1. Due to existing different ethnic groups and languages in Iran and the need to prevent identity crises and
conflicts, The education system should move towards cultural diversity and little work has been done in relation
to compensate this low work.
2. The course material as multicultural education with a combination of national and ethnic cultures and
education programs shall be programmed.
3. in the provision of textbooks in education, multicultural education components which are identified in this
study, to be respected.
4- Textbooks instead of traditional patterns of cultural assimilation, model citizen multicultural education as its
prerequisite are active citizenship and by analyzing critical thinking have to be presented to students.
5- Conducting a research in this case that, primarily textbooks should be composed of what materials, and each
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of these topics should have allocated what contribution to itself.
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